Approaches to teaching early years literacy, whilst varied, also appear to follow similar structures. A common observation was the whole-part-whole method of teaching. Literacy lessons began with a whole class approach, then moved off into group and sometimes independent work, coming back together as whole group again. This method was continued throughout the literacy block and was observed by nearly all members of the group.
WHOLE- PART- WHOLE
For nearly all members of our group, the literacy block incorporated a whole-part-whole method. Most observations began the literacy block with the reading of a book, incorporating both practices of reading aloud and shared reading. When a teacher reads aloud to a class, children are able to engage in texts that are above their reading level (Hill 2012, p.83). Shared reading, however, involves using enlarged books, enabling the students to participate in choral reading as well as enabling them to explore the conventions of print (Hill 2012, p.83).
WHOLE
During Sarah’s observation, the shared reading of the large book utilised several techniques. One of the techniques employed by the teacher was the encouragement of choral reading. Choral reading helps young learners become familiar with sentence structure and the use of unfamiliar words (Hill 2006). This was also the case for Libby, who observed the use of choral reading with a book selected for its repetition, where students were encouraged to join in and chant along at repeated passages. Christine also observed choral reading during shared reading, with her class also using corresponding finger movements. During my observation the method of reading aloud was used, helping to provide syntax models, vocabulary and meanings that the students may not be familiar with in their daily lives, but which are then able to be incorporated into the students speech and writing (Hill 2012, p. 83). Katie’s observation however, began with a slightly different approach. The morning began with the teacher handing back their spelling results from the previous Friday and discussing the weak spots, before they moved off into independent reading. Keith’s observation involved a whole class discussion on reading strategy’s, before moving into independent reading, however he observed a shared reading practice further into the lesson.
Modelling
During whole group interactions, another common observation was the teaching practice of modelling, which was used for both reading and writing. Modelling occurs when the teacher demonstrates how the reading or writing process works (Hill 2012, p. 82). It can incorporate multiple aspects, including letter formation and sentence structure for writing, as well as learning syntax patterns and reading with expression, for the reading component. This process was observed during the literacy block at various intervals, sometimes explicitly, with Sarah’s prep class being shown how to form the letter, and at times implicitly, where the focus was elsewhere, with modelling still taking place. Katie observed a whole class activity where the main focus was identifying and correcting grammatical errors, with modelled writing still taking place. The practice of modelling is not limited to whole class activities and our group observed this during some group activities.
PART
Part group work was varied, yet incorporated a multitude of activities. Most of our group observed that the literacy groups were formed by ability levels. Some used charts used to show the rotations, ensuring all students participated in each activity during the week. Hill (2012) suggests using such methods so each child has the opportunity to engage in different literacy activities and work on different skills.
The activities incorporated both reading and writing components, with technology also being incorporated. Guided reading was observed by most of our group, which involves the teacher working with the group, all reading individual copies of the same text. As Christine observed, this is a great opportunity for the teacher to see where each of his/her students is at with their reading and comprehension skills, as well as using the time to discuss some problem solving strategies with the students. An activity that Keith observed incorporated the use of film. The group, comprising of the more advanced students, used ‘T-Charts’ to compare the differences between non-fiction and fiction. They compared the film ‘Finding Nemo’, which had been viewed previously, to what they already knew about Clown Fish and other sea creatures. Keith compares this activity to what Hill (2012, p. 93) describes as a ‘language experience in practice’. Many other activities were observed during the part group sections of the literacy block, with a focus on students putting into practice skills they have learnt and seen modelled, as well as incorporating new skills.
WHOLE
Most of the group’s observations ended with a share time, where the class comes together as a whole group to share with each other their work and ideas. Libby’s class was eager to share and explain their work, whilst Sarah’s prep class had multiple share times throughout the duration of her observation. Share time is also a time to reflect on a specific focus.
RESOURCES
Various charts and other resources were observed by most members of our group. High-frequency word cards, rhyming word cards, pocket charts with sentence strips, word walls and word of the week books are just some of the many resources utilised by teachers. My observation also incorporated various handmade word charts with making and breaking word activities (Hill 2012, p.426) which were displayed along with a poster that contained instruction on how to clarify the meanings of word. Many members of our group observed several handmade posters on display about various topics including the different types of connections, your inner reader’s voice, a summary of what to during whole and small group and independent reading time, and also on how to know when you are reading a book that is appropriate for an individual’s particular reading level. Some of our group also observed extra helpers during the literacy block, including parents, aides and other student teachers.
EARLY YEARS TEACHING PRACTICES
Approaches to teaching early years literacy, whilst varied, also appear to follow similar structures. A common observation was the whole-part-whole method of teaching. Literacy lessons began with a whole class approach, then moved off into group and sometimes independent work, coming back together as whole group again. This method was continued throughout the literacy block and was observed by nearly all members of the group.
WHOLE- PART- WHOLE
For nearly all members of our group, the literacy block incorporated a whole-part-whole method. Most observations began the literacy block with the reading of a book, incorporating both practices of reading aloud and shared reading. When a teacher reads aloud to a class, children are able to engage in texts that are above their reading level (Hill 2012, p.83). Shared reading, however, involves using enlarged books, enabling the students to participate in choral reading as well as enabling them to explore the conventions of print (Hill 2012, p.83).
WHOLE
During Sarah’s observation, the shared reading of the large book utilised several techniques. One of the techniques employed by the teacher was the encouragement of choral reading. Choral reading helps young learners become familiar with sentence structure and the use of unfamiliar words (Hill 2006). This was also the case for Libby, who observed the use of choral reading with a book selected for its repetition, where students were encouraged to join in and chant along at repeated passages. Christine also observed choral reading during shared reading, with her class also using corresponding finger movements. During my observation the method of reading aloud was used, helping to provide syntax models, vocabulary and meanings that the students may not be familiar with in their daily lives, but which are then able to be incorporated into the students speech and writing (Hill 2012, p. 83). Katie’s observation however, began with a slightly different approach. The morning began with the teacher handing back their spelling results from the previous Friday and discussing the weak spots, before they moved off into independent reading. Keith’s observation involved a whole class discussion on reading strategy’s, before moving into independent reading, however he observed a shared reading practice further into the lesson.
Modelling
During whole group interactions, another common observation was the teaching practice of modelling, which was used for both reading and writing. Modelling occurs when the teacher demonstrates how the reading or writing process works (Hill 2012, p. 82). It can incorporate multiple aspects, including letter formation and sentence structure for writing, as well as learning syntax patterns and reading with expression, for the reading component. This process was observed during the literacy block at various intervals, sometimes explicitly, with Sarah’s prep class being shown how to form the letter, and at times implicitly, where the focus was elsewhere, with modelling still taking place. Katie observed a whole class activity where the main focus was identifying and correcting grammatical errors, with modelled writing still taking place. The practice of modelling is not limited to whole class activities and our group observed this during some group activities.
PART
Part group work was varied, yet incorporated a multitude of activities. Most of our group observed that the literacy groups were formed by ability levels. Some used charts used to show the rotations, ensuring all students participated in each activity during the week. Hill (2012) suggests using such methods so each child has the opportunity to engage in different literacy activities and work on different skills.
The activities incorporated both reading and writing components, with technology also being incorporated. Guided reading was observed by most of our group, which involves the teacher working with the group, all reading individual copies of the same text. As Christine observed, this is a great opportunity for the teacher to see where each of his/her students is at with their reading and comprehension skills, as well as using the time to discuss some problem solving strategies with the students. An activity that Keith observed incorporated the use of film. The group, comprising of the more advanced students, used ‘T-Charts’ to compare the differences between non-fiction and fiction. They compared the film ‘Finding Nemo’, which had been viewed previously, to what they already knew about Clown Fish and other sea creatures. Keith compares this activity to what Hill (2012, p. 93) describes as a ‘language experience in practice’. Many other activities were observed during the part group sections of the literacy block, with a focus on students putting into practice skills they have learnt and seen modelled, as well as incorporating new skills.
WHOLE
Most of the group’s observations ended with a share time, where the class comes together as a whole group to share with each other their work and ideas. Libby’s class was eager to share and explain their work, whilst Sarah’s prep class had multiple share times throughout the duration of her observation. Share time is also a time to reflect on a specific focus.
RESOURCES
Various charts and other resources were observed by most members of our group. High-frequency word cards, rhyming word cards, pocket charts with sentence strips, word walls and word of the week books are just some of the many resources utilised by teachers. My observation also incorporated various handmade word charts with making and breaking word activities (Hill 2012, p.426) which were displayed along with a poster that contained instruction on how to clarify the meanings of word. Many members of our group observed several handmade posters on display about various topics including the different types of connections, your inner reader’s voice, a summary of what to during whole and small group and independent reading time, and also on how to know when you are reading a book that is appropriate for an individual’s particular reading level. Some of our group also observed extra helpers during the literacy block, including parents, aides and other student teachers.